Feasibility and effectiveness of an online mindfulness meditation program for medical students
Open accessAbstract
Background: The need to incorporate tools to promote medical student wellness in medical education is underscored by the concerning rates of psychological distress among them. The objective of this prospective cohort study was to obtain preliminary data on the feasibility and effectiveness of an online mindfulness intervention for medical student wellness.Methods: A convenience sample of 52 medical students consented to participate in this study. Feasibility was assessed by ease of recruitment, number of modules completed, satisfaction with the program, and adherence to a regular meditation practice. Participants completed the Maslach Burnout Inventory, the Jefferson Scale of Empathy-medical student version, the Five Face of Mindfulness Questionnaire-short form, and the Self Compassion Scale-short form pre and post intervention.Results: The convenience sample was recruited within a two-month period. Forty-five participants completed at least one of seven modules. Descriptive statistics (mean±standard deviation) revealed that the mean number of modules completed was 4.85±2.7. Mean satisfaction with the modules was 7.07±1.1 out of 10. Adherence to a regular formal meditation practice was poor; the average amount of formal meditation practice per module was 34.14±27.44 minutes. Self-compassion and the “observe and describe” facets of mindfulness practice significantly statistically increased from baseline, but no such change was observed for levels of burnout and empathy.Conclusion: The present study indicates that an online mindfulness meditation program may be of interest to medical students. The results did not provide any evidence that the program was effective but we believe further research and development is warranted.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Overall positive impact on the describe and observe facets of the FFMQ, and on empathy, was noted in one study.
“Overall positive impact of the describe and observe facets of the FFMQ, and on empathy, was noted in one study [23].”
From Effectiveness of online mindfulness interventions on medical students’ mental health: a systematic review (2021) · cites this paper as [23]
The Results (Preliminary efficacy, Table 2) report significant increases in the FFMQ describe and observe facets. Empathy scores rose slightly, but the Results and Discussion explicitly state that the effect on empathy was not statistically significant, so the claimed positive impact on empathy overstates the finding. (LLM, conf=0.90)
Experimental — accuracy not yet measuredIn Danilewitz et al., there were no statistically significant changes in MBI burnout subscales (Personal Achievement p=0.55, Emotional Exhaustion p=0.51, Depersonalisation p=0.71).
“Results from the Danilewitz et al. study [23] demonstrated no statistically significant changes in the MBI’s burnout subscales, including Personal Achievement (p=0.55), Emotional Exhaustion (p=0.51) and Depersonalisation (0.71).”
From Effectiveness of online mindfulness interventions on medical students’ mental health: a systematic review (2021) · cites this paper as [23]
The Results (Preliminary efficacy, Table 2) report no statistically significant changes in the three MBI subscales. The cited p-values match for Personal Achievement (.55) and Depersonalization (.71), but Emotional Exhaustion is reported as .051, not .51. (LLM, conf=0.93)
Experimental — accuracy not yet measuredData was incomplete: 55.32% in Moore et al. and 13.46% in Danilewitz et al. did not complete the studies.
“furthermore, data was incomplete as the rate of the student who did not complete the studies were 55.32% in the Moore et al. study [1] , and 13.46% Danilewitz et al. [23].”
From Effectiveness of online mindfulness interventions on medical students’ mental health: a systematic review (2021) · cites this paper as [23]
The Results (Preliminary efficacy; page unavailable) confirm incomplete follow-up data: 37 of 52 enrolled students completed post-intervention assessments, so 15 of 52 (28.8%) did not. The Results (Feasibility; page unavailable) say 45 of 52 started the program; 13.46% corresponds to the seven who did not start, not the proportion who failed to complete the study. This verdict concerns only the Danilewitz et al. figure, not Moore et al. (LLM, conf=0.88)
Experimental — accuracy not yet measuredIn Danilewitz et al., the intervention had a statistically significant impact on the "observe" facet of the Five Facet Mindfulness Questionnaire, with estimated marginal mean increasing from 12.0 ± 0.5 to 15.1 ± 0.5 (p<0.001).
“The estimated marginal mean for this facet increased from 12.0 ± 0.5 to 15.1 ± 0.5 (p<0.001).”
From Effectiveness of online mindfulness interventions on medical students’ mental health: a systematic review (2021) · cites this paper as [23]
The Results (Preliminary efficacy, Table 2) report a significant increase in the FFMQ observe facet, but the pre-intervention estimated marginal mean is 12.9 ± 0.5, not 12.0 ± 0.5. The post-intervention value is 15.1 ± 0.5, and the Results text reports p<.001. (LLM, conf=0.94)
Experimental — accuracy not yet measuredDanilewitz et al. was a pilot study with intervention duration varying from seven weeks to four months.
“The mindfulness intervention utilised in Danilewitz et al.’s pilot study was entirely dependent on the time taken by the participant to complete the seven modules [23]. Overall, the intervention duration time varied from seven weeks to four months [23].”
From Effectiveness of online mindfulness interventions on medical students’ mental health: a systematic review (2021) · cites this paper as [23]
The search identified six citations, three of which were duplicates, and two articles were kept for analysis.
“In total, six articles were identified, three of which were duplicates. Of the three unique articles, none were excluded based on the content of their abstracts. The inclusion criteria were applied to the three articles after their full text was read, and two articles were kept for analysis [1, 23]”
From Effectiveness of online mindfulness interventions on medical students’ mental health: a systematic review (2021) · cites this paper as [23]
Despite high module completion rates for the MIND-MED program, consistent daily practice of meditation mindfulness techniques remained low.
“For example, despite high module completion rates for the MIND-MED program, consistent daily practice of meditation mindfulness techniques remained low.”
From Effectiveness of online mindfulness interventions on medical students’ mental health: a systematic review (2021) · cites this paper as [23]
In Danilewitz et al., there was no significant change in JSE-S scores (p=0.06).
“There was also no significant change in JSE-S scores (p=0.06).”
From Effectiveness of online mindfulness interventions on medical students’ mental health: a systematic review (2021) · cites this paper as [23]
In Danilewitz et al., self-compassion ratings significantly increased from 35.0 ±1.2 to 39.3 ±1.3 (p=0.001).
“Additionally, the estimated marginal mean ratings for self-compassion had a statistically significant increase from 35.0 ±1.2 to 39.3 ±1.3 (p=0.001).”
From Effectiveness of online mindfulness interventions on medical students’ mental health: a systematic review (2021) · cites this paper as [23]
In Danilewitz et al., the intervention had a statistically significant impact on the "describe" facet of the Five Facet Mindfulness Questionnaire, with estimated marginal mean increasing from 16.7 ± 0.5 to 18.4 ± 0.6 (p<0.001).
“The estimated marginal mean for this facet increased from 16.7 ± 0.5 to 18.4 ± 0.6 (p<0.001).”
From Effectiveness of online mindfulness interventions on medical students’ mental health: a systematic review (2021) · cites this paper as [23]
In Danilewitz et al., at four-month follow-up, 32% practiced at least once weekly, and 89% practiced for 10 minutes or less per session.
“At the four-month follow-up, 32% of the participants practiced at least once weekly; however, 89% practiced for 10 minutes or less per session [23].”
From Effectiveness of online mindfulness interventions on medical students’ mental health: a systematic review (2021) · cites this paper as [23]
The Results > Feasibility section reports mean meditation minutes per module, but not the percentages practicing weekly or for 10 minutes or less per session. The Methods > Mindfulness Intervention section says the intervention lasted up to four months; it does not describe a four-month follow-up. Searches for 32%, 89%, and the stated practice frequencies found no matching results in our copy. (LLM, conf=0.76)
Experimental — accuracy not yet measuredIn Danilewitz et al., at least half the participants practiced mindfulness three days or more per week in the first three weeks, then practice dropped; about half practiced around 30 minutes per week by week 8.
“In the Danilewitz et al. study, at least half the participants practiced mindfulness three days or more per week in the first three weeks of the intervention, and then their practice dropped. About half of the students were practicing for around 30 minutes per week by week 8.”
From Effectiveness of online mindfulness interventions on medical students’ mental health: a systematic review (2021) · cites this paper as [23]
The Results > Feasibility passage reports average meditation minutes per module, and the Discussion describes regular daily practice as low. Neither gives practice frequency in the first three weeks, a subsequent decline, or the proportion practicing about 30 minutes per week at week 8. Searches for those time points and figures found no matching passage; page numbers were not available in our copy. (LLM, conf=0.76)
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
The measurement of experienced burnout
Maslach, C., & Jackson, S. E. (1981) · Journal of Organizational Behavior · doi:10.1002/job.4030020205 · Cited by 14,496 · see citing works
Using Self-Report Assessment Methods to Explore Facets of Mindfulness
Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006) · Assessment · doi:10.1177/1073191105283504 · Cited by 7,511 · cited 1× · see citing works
“91).(25) Self-Compassion Scale-Short Form (SCS-SF):(26) The SCS-SF is 12-item scale that captures how respondents perceive their actions toward themselves in difficult times (e.”
BackgroundKabat-Zinn, J. (1982) · General Hospital Psychiatry · doi:10.1016/0163-8343(82)90026-3 · Cited by 4,255 · see citing works
Hölzel, B. K., Lazar, S. W., Gard, T., Schuman-Olivier, Z., Vago, D. R., & Ott, U. (2011) · Perspectives on Psychological Science · doi:10.1177/1745691611419671 · Cited by 3,024 · see citing works
Construction and factorial validation of a short form of the Self-Compassion Scale
Raes, F., Pommier, E., Neff, K. D., & Van Gucht, D. (2011) · Clinical Psychology & Psychotherapy · doi:10.1002/cpp.702 · Cited by 2,997 · see citing works
Dyrbye, L. N., Thomas, M. R., & Shanafelt, T. D. (2006) · Academic Medicine · doi:10.1097/00001888-200604000-00009 · Cited by 2,909 · see citing works
Rotenstein, L. S., Ramos, M. A., Torre, M., Segal, J. B., Peluso, M. J., Guille, C., Sen, S., & Mata, D. A. (2016) · JAMA · doi:10.1001/jama.2016.17324 · Cited by 2,479 · see citing works
Chiesa, A., & Serretti, A. (2009) · The Journal of Alternative and Complementary Medicine · doi:10.1089/acm.2008.0495 · Cited by 1,681 · see citing works
Krasner, M. S. (2009) · JAMA · doi:10.1001/jama.2009.1384 · Cited by 1,650 · see citing works
Effects of mindfulness-based stress reduction on medical and premedical students
Shapiro, S. L., Schwartz, G. E., & Bonner, G. (1998) · Journal of Behavioral Medicine · doi:10.1023/a:1018700829825 · Cited by 1,493 · see citing works
A narrative review on burnout experienced by medical students and residents
Dyrbye, L., & Shanafelt, T. (2016) · Medical Education · doi:10.1111/medu.12927 · Cited by 1,134 · see citing works
Miller, J. J., Fletcher, K., & Kabat-Zinn, J. (1995) · General Hospital Psychiatry · doi:10.1016/0163-8343(95)00025-m · Cited by 1,131 · see citing works
The Jefferson Scale of Physician Empathy: Development and Preliminary Psychometric Data
Hojat, M., Mangione, S., Nasca, T. J., Cohen, M. J. M., Gonnella, J. S., Erdmann, J. B., Veloski, J. J., & Magee, M. (2001) · Educational and Psychological Measurement · doi:10.1177/00131640121971158 · Cited by 1,052 · see citing works
Sim, J., & Lewis, M. (2012) · Journal of Clinical Epidemiology · doi:10.1016/j.jclinepi.2011.07.011 · Cited by 1,036 · see citing works
Spijkerman, M. P. J., Pots, W. T. M., & Bohlmeijer, E. T. (2016) · Clinical Psychology Review · doi:10.1016/j.cpr.2016.03.009 · Cited by 975 · cited 1× · see citing works
“For online programs, it would be worthwhile to investigate if the provision of support and encouragement through built-in email or text reminders can enhance practice adherence(32) as offering support has been found to yield better outcomes and higher rates of adherence than pure self-help.(33) Finding strategies to a…”
BackgroundHow Do Distress and Well-being Relate to Medical Student Empathy? A Multicenter Study
Thomas, M. R., Dyrbye, L. N., Huntington, J. L., Lawson, K. L., Novotny, P. J., Sloan, J. A., & Shanafelt, T. D. (2007) · Journal of General Internal Medicine · doi:10.1007/s11606-006-0039-6 · Cited by 614 · see citing works
Trockel, M., Bohman, B., Lesure, E., Hamidi, M. S., Welle, D., Roberts, L., & Shanafelt, T. (2018) · Academic Psychiatry · doi:10.1007/s40596-017-0849-3 · Cited by 602 · see citing works
Neural mechanisms of attentional control in mindfulness meditation
Malinowski, P. (2013) · Frontiers in Neuroscience · doi:10.3389/fnins.2013.00008 · Cited by 547 · see citing works
Mindfulness-Based Stress Reduction Lowers Psychological Distress In Medical Students
Rosenzweig, S., Reibel, D. K., Greeson, J. M., Brainard, G. C., & Hojat, M. (2003) · Teaching and Learning in Medicine · doi:10.1207/s15328015tlm1502_03 · Cited by 507 · see citing works
Does Mindfulness Decrease Stress and Foster Empathy Among Nursing Students?
Beddoe, A. E., & Murphy, S. O. (2004) · Journal of Nursing Education · doi:10.3928/01484834-20040701-07 · Cited by 458 · see citing works
Shanafelt, T. D. (2009) · JAMA · doi:10.1001/jama.2009.1385 · Cited by 396 · see citing works
Behaviour and burnout in medical students
Cecil, J. E., McHale, C., Hart, J., & Laidlaw, A. H. (2014) · Medical Education Online · doi:10.3402/meo.v19.25209 · Cited by 327 · see citing works
A systematic review of tests of empathy in medicine
Hemmerdinger, J. M., STODDART, S. D. R., & Lilford, R. J. (2007) · BMC Medical Education · doi:10.1186/1472-6920-7-24 · Cited by 323 · see citing works
Hassed, C., de Lisle, S., Sullivan, G., & Pier, C. (2009) · Advances in Health Sciences Education · doi:10.1007/s10459-008-9125-3 · Cited by 296 · see citing works
Daya, Z., & Hearn, J. H. (2018) · Medical Teacher · doi:10.1080/0142159x.2017.1394999 · Cited by 224 · see citing works
Predicting stress in first year medical students: a longitudinal study
Stewart, S. M., Betson, C., Lam, T., Marshall, I., Lee, P. W. H., & Wong, C. M. (1997) · Medical Education · doi:10.1111/j.1365-2923.1997.tb02560.x · Cited by 201 · see citing works
Abridged Mindfulness Intervention to Support Wellness in First-Year Medical Students
Erogul, M., Singer, G., McIntyre, T. P., & Stefanov, D. G. (2014) · Teaching and Learning in Medicine · doi:10.1080/10401334.2014.945025 · Cited by 193 · see citing works
Undergraduate medical students' empathy: current perspectives
Quince, T. A., Thiemann, P., BENSON, J. A., & Hyde, S. (2016) · Advances in Medical Education and Practice · doi:10.2147/amep.s76800 · Cited by 168 · see citing works
Feasibility of an Online Mindfulness Program for Stress Management—A Randomized, Controlled Trial
Morledge, T. J., Allexandre, D., Fox, E., Fu, A. Z., Higashi, M. K., Kruzikas, D. T., Pham, S. V., & Reese, P. R. (2013) · Annals of Behavioral Medicine · doi:10.1007/s12160-013-9490-x · Cited by 159 · see citing works
Hojat, M., & Gonnella, J. S. (2015) · Medical Principles and Practice · doi:10.1159/000381954 · Cited by 138 · see citing works
Cavanagh, K., Churchard, A., O’Hanlon, P., Mundy, T., Votolato, P., Jones, F., Gu, J., & Strauss, C. (2018) · Mindfulness · doi:10.1007/s12671-017-0856-1 · Cited by 120 · see citing works
Commentary: Medical Student Distress: A Call to Action
Dyrbye, L. N., & Shanafelt, T. D. (2011) · Academic Medicine · doi:10.1097/acm.0b013e31821da481 · Cited by 104 · see citing works
Mak, W. W., Chio, F. H., Chan, A. T., Lui, W. W., & Wu, E. K. (2017) · Journal of Medical Internet Research · doi:10.2196/jmir.6737 · Cited by 94 · see citing works
van Dijk, I., Lucassen, P. L., Akkermans, R., van Engelen, B. G. M., van Weel, C., & Speckens, A. E. M. (2017) · Academic Medicine · doi:10.1097/acm.0000000000001546 · Cited by 89 · see citing works
Miller, J., Fletcher, K., & Kabat‐Zinn, J. (1998) · International Journal of Yoga Therapy · doi:10.17761/ijyt.8.1.f5654n6515513127 · Cited by 81 · see citing works
Kvillemo, P., Brandberg, Y., & Bränström, R. (2016) · JMIR Mental Health · doi:10.2196/mental.5457 · Cited by 56 · see citing works
A pilot feasibility study of a peer-led mindfulness program for medical students
Danilewitz, M., Bradwejn, J., & Koszycki, D. (2016) · Canadian Medical Education Journal · doi:10.36834/cmej.36643 · Cited by 51 · see citing works
Self-citationWahbeh, H., & Oken, B. (2016) · JMIR Mental Health · doi:10.2196/mental.5900 · Cited by 40 · see citing works
The effects of a structured mindfulness program on the development of empathy in healthcare students
Dean, S., Foureur, M. J., Zaslawski, C., Newton-John, T. R. O., Yu, N., & Pappas, E. (2017) · NursingPlus Open · doi:10.1016/j.npls.2017.02.001 · Cited by 36 · see citing works
Group Online Mindfulness Training
Kemper, K. J., & Yun, J. (2014) · Journal of Evidence-Based Complementary & Alternative Medicine · doi:10.1177/2156587214553306 · Cited by 34 · see citing works
The effect of Mind Body Medicine course on medical student empathy: a pilot study
Chen, A. K., Kumar, A. B., & Haramati, A. (2016) · Medical Education Online · doi:10.3402/meo.v21.31196 · Cited by 33 · see citing works
Flagged first, then by citations
Research works printed but not linked: 3
- [16]Shapiro SI, Astin JA, Bishop SR, Cordova M Mindfulness-based stress reduction for health care professionals: results form a randomized trial. Int J Stress Manage. 2005; 12: 164– 76
- [18]Barak A, Hen L, Boniel-Nissim M, Shapiro N A comprehensive and a meta-analysis of the effectiveness of internet-based psychotherapeutic interventions. J Technol Hum Serv. 2008; 26: 109- 60.
- [42]Vettese LC, Toneatto T, Stea JN, Nguyen L, Wang JJ Do mindfulness meditation participants do their homework? And does it make a Difference? A review of the empirical literature. J Cogn Psychother. 2009; 23: 198- 225.
Cited by
Sorted by citations
Prevalence of burnout in medical students: A systematic review and meta-analysis
Almutairi, H., Alsubaiei, A., Abduljawad, S., Alshatti, A., Fekih‐Romdhane, F., Husni, M., & Jahrami, H. (2022) · International Journal of Social Psychiatry · doi:10.1177/00207640221106691 · Cited by 201 · see citing works
González-García, M., Álvarez, J. C., Pérez, E. Z., Fernandez-Carriba, S., & López, J. G. (2021) · Mindfulness · doi:10.1007/s12671-021-01632-6 · Cited by 117 · see citing works
“When compared to similar studies of mindfulness interventions delivered to university students, the results of this study regarding feasibility and adherence are slightly higher than those usually found (e.g., Centeno, 2020; Danilewitz et al., 2018; Finlay-Jones et al., 2017; Forbes et al., 2018).”
BackgroundResultInfluentialDuarte, Á. O., Mediavilla, R., Muñoz‐Sanjosé, A., Palao, Á., Garde, J., López-Herrero, V., Bravo‐Ortiz, M. F., Bayón, C., & Vega, B. R. (2021) · Medical Teacher · doi:10.1080/0142159x.2021.1887835 · Cited by 80 · see citing works
Yogeswaran, V., & El Morr, C. (2021) · BMC Public Health · doi:10.1186/s12889-021-12341-z · Cited by 54 · see citing works
“At the four-month follow-up, 32% of the participants practiced at least once weekly; however, 89% practiced for 10 minutes or less per session [23].”
BackgroundMethodInfluentialMehta, K. K., Salam, S., Hake, A., Jennings, R. B., Rahman, A. P., & Post, S. G. (2024) · BMC Medical Education · doi:10.1186/s12909-024-05270-z · Cited by 51 · see citing works
The effects of mindfulness-based interventions in medical students: a systematic review
Kaisti, I., Kulmala, P., Hintsanen, M., Hurtig, T. M., Repo, S., Paunio, T., Miettunen, J., Halt, A., & Jääskeläinen, E. (2023) · Advances in Health Sciences Education · doi:10.1007/s10459-023-10231-0 · Cited by 56 · see citing works
Ungar, P., Schindler, A.-K., Polujanski, S., & Rotthoff, T. (2022) · Medical Education Online · doi:10.1080/10872981.2022.2082909 · Cited by 41 · see citing works
Enhancing self-care education amongst medical students: a systematic scoping review
Wan, D. W. J., Goh, L. S. H., Teo, M. Y. K., Loh, C. J. L., Yak, G. H. K., Lee, J., Ravindran, N., Rahman, N. D. A., Chiam, M., Ong, E. K., et al. (2024) · BMC Medical Education · doi:10.1186/s12909-023-04965-z · Cited by 50 · see citing works
Nair, B., Otaki, F., Nair, A. F., & Ho, S. B. (2023) · PLoS ONE · doi:10.1371/journal.pone.0280417 · Cited by 42 · see citing works
Karing, C. (2022) · Applied Psychology Health and Well-Being · doi:10.1111/aphw.12408 · Cited by 29 · see citing works
Světlák, M., Linhartová, P., Knejzlíková, T., Knejzlík, J., Kóša, B., Horníčková, V., Jarolínová, K., Lučanská, K., Slezáčková, A., & Šumec, R. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.581086 · Cited by 26 · see citing works
Emotional intelligence, burnout, and professional fulfillment in clinical year medical students
Blanchard, C. C., Kravets, V. G., Schenker, M. L., & Moore, T. (2021) · Medical Teacher · doi:10.1080/0142159x.2021.1915468 · Cited by 23 · see citing works
Devillers-Réolon, L., Mascret, N., & Sleimen-Malkoun, R. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.889807 · Cited by 24 · see citing works
Riches, S., Kaleva, I., Nicholson, S. L., Payne‐Gill, J., Steer, N., Azevedo, L., Vasile, R., Rumball, F., Fisher, H. L., Veling, W., et al. (2024) · Journal of Technology in Behavioral Science · doi:10.1007/s41347-024-00394-x · Cited by 20 · see citing works
Kaleva, I., & Riches, S. (2023) · Frontiers in Digital Health · doi:10.3389/fdgth.2023.1212586 · Cited by 19 · see citing works
Total Joint Arthroplasty and Sleep: The State of the Evidence
Pettit, R., Gregory, B., Stahl, S. M., Buller, L. T., & Deans, C. (2024) · Arthroplasty Today · doi:10.1016/j.artd.2024.101383 · Cited by 18 · see citing works
Medical Students’ Perceptions and Retention of Skills From Active Resilience Training
Mugford, H., O’Connor, C., Danelson, K. A., & Popoli, D. (2022) · Family Medicine · doi:10.22454/fammed.2022.462706 · Cited by 13 · see citing works
Boyd, N., & Alexander, D. (2022) · South African Journal of Psychiatry · doi:10.4102/sajpsychiatry.v28i0.1840 · Cited by 14 · see citing works
Hariri, S., Vishnubhotla, R. V., Reed, P. U., Rayapuraju, A., Orui, H., Balachundhar, P., Sadhasivam, S., & Subramaniam, B. (2022) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2022.944973 · Cited by 13 · see citing works
The Western Australian medical schools mindfulness project: a randomised controlled trial
Moore, S., Mavaddat, N., Auret, K. A., Hassed, C. S., Chambers, R., Sinclair, C., Wilcox, H., & Ngo, H. (2024) · BMC Medical Education · doi:10.1186/s12909-024-06128-0 · Cited by 12 · see citing works
Hsu, C.-L., Liu, C., Huang, C.-C., Chen, H., Chiu, Y., & Yang, C. (2024) · BMC Medical Education · doi:10.1186/s12909-024-06340-y · Cited by 9 · see citing works
Wang, D., Lin, B., Zhang, S., Xu, W., & Liu, X. (2024) · Journal of Medical Internet Research · doi:10.2196/50664 · Cited by 8 · see citing works
Li, H., Upreti, T., Do, V., Dance, E., Lewis, M., Jacobson, R. A., & Goldberg, A. M. (2023) · Medical Teacher · doi:10.1080/0142159x.2023.2231625 · Cited by 7 · see citing works
Yay-Pence, A., Aslan, S., Çöldür, M., Atalay, Z., Beba, B., Sayın, C. C., Aydin, E., Gumus, Z., Uckan, A. S., Sahinoglu, E. N., et al. (2025) · Psychiatry Research · doi:10.1016/j.psychres.2025.116632 · Cited by 7 · see citing works
Applied Mindfulness for Physician Wellbeing: A Prospective Qualitative Study Protocol
Weisbaum, E., & Chadi, N. (2022) · Frontiers in Public Health · doi:10.3389/fpubh.2022.807792 · Cited by 5 · see citing works
Loh, K. J., Othman, A., & Phang, C. K. (2022) · Education in Medicine Journal · doi:10.21315/eimj2022.14.2.1 · Cited by 5 · see citing works
Slota, M. C., Healy, H., Hagen, B., Brasher, P., Fay, L., & Crowell, N. A. (2024) · Journal of American College Health · doi:10.1080/07448481.2024.2360423 · Cited by 5 · see citing works
Mental Health for Medical Students, what do we know today?
Yogeswaran, V., & Morr, C. E. (2022) · Procedia Computer Science · doi:10.1016/j.procs.2021.12.245 · Cited by 4 · see citing works
Leger, P., Caldas, V., Festa, M. C., Hutchinson, T. A., & Jordan, S. (2023) · BMJ Open Quality · doi:10.1136/bmjoq-2022-002164 · Cited by 4 · see citing works
Moore, S., & Hutchinson, T. A. (2020) · International Journal of Whole Person Care · doi:10.26443/ijwpc.v7i2.257 · Cited by 4 · see citing works
The state of wellbeing education across North American medical schools: a scoping review
Raiter, N., Yau, K. W., Sharma, A., Lewis, M., & Do, V. (2024) · Canadian Medical Education Journal · doi:10.36834/cmej.76095 · Cited by 3 · see citing works
Influence of Online Meditational Aid on Emotional Health and Job Stress during Pandemic
Java, S., Jaffar, B. A., Bhardwaj, A. B., & Prabhakar, S. (2021) · 2021 International Conference on Computational Intelligence and Knowledge Economy (ICCIKE) · doi:10.1109/iccike51210.2021.9410752 · Cited by 1 · see citing works
Garg, R., & James, K. S. (2025) · Journal of international oral health · doi:10.4103/jioh.jioh_139_24 · Cited by 3 · see citing works
Horvath, A. J., Shegufta, F. A., Chairilsyah, M. R., Wikanta, K. G., Waidyatillake, N. T., & Reid, K. (2026) · BMC Medical Education · doi:10.1186/s12909-025-08460-5 · Cited by 4 · see citing works
Lira, C. V. C. F. E., Matos, M. T. L., de Andrade, M. M., de Souza, N. C. V. F., Valadão, A. F., Cunha, Â. G. J., & Martins, P. S. (2022) · Brazilian Journal of Health Review · doi:10.34119/bjhrv5n5-188 · Cited by 2 · see citing works
Osman, I., Mncwabe, S., & Singaram, V. S. (2023) · Medical Teacher · doi:10.1080/0142159x.2023.2232529 · Cited by 2 · see citing works
Wooldridge, J. S., Soriano, E. C., Chu, G. M., Shirazi, A., Shapiro, D. N., Patterson, M., Kim, H.-C., & Herbert, M. S. (2024) · JMIR Formative Research · doi:10.2196/60670 · Cited by 2 · see citing works
Mindfulness in Undergraduate Medical Education: Where We Are Now and Where We Go Next
Hanson, P. (2023) · Journal of Medical Education Research · doi:10.5750/jmer.v3i1.2114 · Cited by 1 · see citing works
Louis, J. M., & Reyes, M. E. S. (2023) · Journal of Family Trauma Child Custody & Child Development · doi:10.1080/26904586.2023.2179563 · Cited by 1 · see citing works
Meditation Program for First Year Medical Undergraduate Students: A Feasibility Study
Bhagat, A., Malhotra, A. S., & Sidana, A. K. (2022) · Journal of Wellness · doi:10.55504/2578-9333.1124
Stefan, K. A., Villeneuve, M., Konanki, V., Rarity, E. C., Mhaskar, R. S., Chen, L., & Phillips, A. C. (2023) · Journal of Wellness · doi:10.55504/2578-9333.1130
ASPECTOS PSICOSSOCIAIS DOS ESTUDANTES DE MEDICINA: UMA REVISÃO NARRATIVA
Melhem, A. J., Ramalho, T., Peternelli, M., Lemos, V., Porfírio, G. B., Figueiredo, D., & Figueiredo, D. (2023) · Editora Científica Digital eBooks · doi:10.37885/230613485
Processos de Desenvolvimento e Aprendizagem: práticas e pesquisas
Klauss, J., & de Almeida, C. N. (2023) · Editora Científica Digital eBooks · doi:10.37885/978-65-5360-403-2
Rahman, A. P., Jennings, R. B., Wu, M. O., Hake, A., Mazza, C., Goradia, E., Mehta, K. K., & Post, S. G. (2024) · Research Square · doi:10.21203/rs.3.rs-4052726/v1
Mindfulness in the Medical Learning Environment: An Opportunity for the Struggling Learner?
Vipler, B. S., & Williams, E. (2024) · Medical Science Educator · doi:10.1007/s40670-024-02115-8
Vidić, Ž. (2024) · American Journal of Health Education · doi:10.1080/19325037.2024.2396588
Harnessing the Neurobiology of Empathy and Compassion to Alleviate Burnout in Neurology
Zeidan, F. Z., Stern, J. D., & Mobley, W. C. (2025) · Annals of Neurology · doi:10.1002/ana.78094
Development and Evaluation of Relaxing Virtual Reality Environments for Children: Pilot Study
Stassart, C., Thines, N., Evrard, V., & Schyns, M. (2026) · Clinical Practice in Pediatric Psychology · doi:10.1177/21694826261416461
Devillers-Réolon, L. (2023) · theses.fr (ABES) · doi:10.70675/75486083zdc50z4f3az9c14z9aa2902a1270
How can we teach empathy to medical students? A scoping review
Macabrey, J., Simonin, L., Chanelière, M., & Perrotin, S. (2026) · BMC Medical Education · doi:10.21203/rs.3.rs-9572113/v1
- Authors
- Danilewitz, M., Koszycki, D., Maclean, H., Sanchez-Campos, M., Gonsalves, C., Archibald, D., & Bradwejn, J.
- Affiliations
- University of British Columbia (CA)
- University of Ottawa (CA)
- ORCID
- Venue
- Canadian Medical Education Journal
- Published
- 2018-11-13
- Volume
- 9
- Issue
- 4
- Pages
- e15-25
- ISSN
- 1923-1202 (ISSN-L)
- PMC
- PMC6260511
- OpenAlex
- W2905840810
- Cited by
- 50
- References
- 41
- Citations by year
- 2026: 3 · 2025: 3 · 2024: 13 · 2023: 12 · 2022: 12 · 2021: 6 · 2020: 1
- FWCI
- 2.06
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Canadian Medical Education Journal (publishedVersion, cc-by-nc-nd)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Health Sciences › Health Professions › General Health Professions › Healthcare professionals’ stress and burnout
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Keywords
- mindfulness meditation, online intervention, medical students, student well-being, psychological distress, burnout, empathy, self-compassion, feasibility, medical education
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
